Studies in Philosophy and Education 34 (2):181-191 (2015)
AbstractIn this essay, I describe some of the methodological dimensions of my ongoing research into how parents choose schools. I particularly focus on how philosophical frameworks and analytical strategies have shaped the empirical portion of my research. My goal, in this essay, is to trace and explore the ways in which philosophy of education—as a methodological orientation—may enable researchers to be attentive to the normative dimensions of human experience. In addition, I will argue that philosophically informed empirical research offers new possibilities for making normative arguments that are closely connected to the non-ideal, complex ground of actual experience
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References found in this work
School Choice and Social Justice.Harry Brighouse - 2002 - British Journal of Educational Studies 50 (3):402-403.
How Not to Be a Hypocrite: School Choice for the Morally Perplexed Parent.Adam Swift - 2003 - Routledge.
How Comprehensive is Your Conception of the Good? Liberal Parents, Difference, and the Common School.Judith Suissa - 2010 - Educational Theory 60 (5):587-600.
Citations of this work
Teaching is Oppositional: On the Importance of Supporting Experimental Teaching During Student Teaching.Jeff Frank - 2018 - Studies in Philosophy and Education 37 (5):499-512.
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